摘要
深入分析TPACK发展机制是优化教师TPACK培养途径的前提,因此,从个体认知、社会建构以及"涌现观"三个维度剖析了TPACK发展机制:个体认知维度下TPACK发展注重经验积累与概念转化;社会建构维度则认为其实质是教师在社会中介支持下群体性知识的协商与建构;"涌现观"则强调教师技术学习的认知性、社会性和身份认同的"三位一体"发展。教师TPACK的多元化培养路径框架由此提出:在专业学习中,通过案例教学、脚手架支持和任务设计,创设真实境脉以支持TPACK个体认知;在同伴互助中,通过协作课例研究与网络协同研修,形成实践共同体以促进TPACK的社会建构;在自主发展中,通过教育叙事、自我评价和行动研究,实现深度反思以激发TPACK元认知。其旨在将教师的专业学习、同伴互助、自主发展统整起来,为教师TPACK培养提供理论依据和实践参考。
To explore the development mechanism of TPACK is the prereguisite cultivation path of optimizing TPACK. The paper analyzes TPACK developing mechanism from three dimensions. From the perspective of individual cognition, TPACK develop-ment means experience accumulation and concept transformation in nature. From social constructivism perspective, it means the nego-tiation and construction of teachers＇ group knowledge supported by social mediation. From emergent perspective, it emphasizes the combination of cognition, sociality and identity in technological learning. Based on this, a framework of diversified TPACK cultivation path is proposed. In professional learning, an authentic context is created to support TPACK ＇s individual cognition by means of case teaching, scaffolding support and task design. In peer coaching, a community of practice is built by means of on-line and off-line col-laborative lesson study to prompt TPACK ＇s social construction. In self-directed development, through educational narrative, self-as-sessment and action research, teachers can prompt deep reflection to stimulate TPACK ＇s metacognition. By combining the way of professional learning, peer-coaching and self-directed development, the study aims to provide a theoretical basis and practical reference for the cultivation of teachers＇ TPACK.
出处
《远程教育杂志》
CSSCI
2015年第3期95-102,共8页
Journal of Distance Education
基金
2014年度教育部人文社会科学研究青年基金项目"信息技术支持设计型教师知识结构发展机制及培养模式研究"(课题编号:14YJC880110)的研究成果
